In order to accomplish good order, harmony, justice and efficiency in all walks of life,
including education, juridical arrangements are of the utmost importance. A large
number of juridical provisions exist regarding the teaching profession as well as the
professional status and work of the teacher. He performs his role within the context
of a complicated education system and the school which in itself is an enormous
organisation.
The status of a teacher on the staff of a state-aided (Model C) school under the
jurisdiction of the Department of Education and Culture, Administration: House of
Assembly is embraced in the multitude of juridical relationships with other partners in
education. Therefore it is essential that teachers on the staff of state-aided (Model C)
schools be aware of juridical arrangements related to the following: The state-aided (Model C) school as an organisation.
The juridical relationships between the teacher and other educational
partners.
The rights, duties, powers, responsibilities, tasks and liability of the
teacher.
The conditions of service of teachers and the Professional Code of Conduct for teachers
of the Teachers' Federal Council categorically demand that teachers must, with regard
to certain aspects, be knowledgeable of all the laws and other juridical arrangements
which have a bearing on them.
With the change-over in 1992 of at least 95o/o of the ordinary public schools of the
Department of Education and Culture, Administration: House of Assembly to stateaided
(Model C) schools, a new partner, namely the governing body (different to the
previous management council) entered the education scene. When this extensive
change-over took place, a new development was introduced which radically changed the
legal position of the teacher on the staff of a state-aided (Model C) school in
comparison with teachers on the staff of ordinary public schools.
The objective of this study is to:
identify and describe important factors that resulted in the instigation of
state-aided (Model C) schools and the resultant change in the legal position
of teachers in this type of schools; to focus on the legal position of teachers in ordinary public schools, and to
describe important aspects thereof;
to identify and describe the legal position of teachers in Model C schools
in the light of certain indicators;
to compare the legal positions of teachers in ordinary public schools and of
teachers in Model C schools to indicate similarities and differences in order
to obtain greater clarity regarding the specific position of the latter group,
and
to make recommendations in the light of the findings, in order to try and
ensure that the teacher has sufficient guidelines to act correctly and safely,
and to protect teachers against irregular actions.
Op alle lewensterreine, insluitende die onderwys, is juridiese reelings onontbeerlik vir
goeie orde, harmonie, regmatigheid en doeltreffendheid. Daar bestaan 'n groat aantal
juridiese bepalings oar die onderwysprofessie asook die onderwyser se professionele
status en werk. Hy vervul sy rol binne die konteks van 'n gekompliseerde
onderwysstelsel en die skoal wat op sigself 'n groat organisasie is.
Die onderwyser verbonde aan 'n staatsondersteunde (Model C-) skoal onder die
jurisdiksie van die Departement van Onderwys en Kultuur, Administrasie: Volksraad se
status vind beslag in 'n veelheid van juridiese verhoudings met ander onderwysvennote.
Derhalwe is dit noodsaaklik dat onderwysers verbonde aan staatsondersteunde (Model
C-) skole kennis sal dra van juridiese reelings wat verband hou met die volgende: Die staatsondersteunde (Model C-) skoal as organisasie.
Die juridiese verhoudings tussen die onderwyser en ander onderwysvennote.
Die regte, pligte, bevoegdhede, verantwoordelikbede, take en
aanspreeklikheid van die onderwyser.
Onderwysers se diensvoorwaardes en die Professionele Gedragskode vir onderwysers van
die FOR vereis uitdruklik ten opsigte van bepaalde aangeleenthede dat bulle kennis moet
dra van alle wette en ander juridiese reelings wat op hul betrekking het.
Deur die omskakeling van sowat 95°/o van die Departement van Onderwys en Kultuur,
Administrasie: Volksraad se gewone openbare skole na staatsondersteunde (Model C-)
skole in 1992 bet 'n nuwe vennoot naamlik die bestuursliggaam ('n ander liggaam as die
vroeere bestuursraad) die onderwysbedeling betree. Met hierdie grootskaalse
omskakeling vind 'n nuwe ontwikkeling plaas en verander die regsposisie van die
onderwyser verbonde aan 'n staatsondersteunde (Model C-) skoal ingrypend in
vergelyking met onderwysers verbonde aan gewone openbare skole. Die doel van bierdie studie is om:
belangrike faktore wat aanleiding gegee het tot die ontstaan van
staatsondersteunde (Model C-) skole en die gevolglike verandering in die
regsposisie van die onderwyser verbonde aan hierdie tipe van skole, te
identifiseer en beskryf; te fokus op die regsposisie van onderwysers verbonde aan gewone openbare
skole en belangrike aspekte daarvan te beskryf;
die regsposisie van die onderwyser aan Model C-skole aan die hand van
bepaalde indikatore te identifiseer en te beskryf;
die regsposisie van onderwysers verbonde aan gewone openbare en Model Cskole
naas mekaar te stel en te vergelyk om ooreenkomste en verskille aan
te toon sodat daar grater duidelikheid oar laasgenoemde se spesifieke
posisie verkry kan word, en
aanbevelings te maak na aanleiding van die bevindings om te probeer
verseker dat die onderwyser voldoende riglyne het om korrek en veilig te
kan optree en om onderwysers teen onregmatige optrede te beskerm.
